E-WORKSHOP: ACADEMIC WRITING AND THE ACTIVE LEARNING SPACE CLASSROOM

2016 ◽  
Author(s):  
Bruce Gatenby
Keyword(s):  
Active Learning ◽  
Academic Writing ◽  
Learning Space

scholarly journals No strings attached? Challenges and successes in creating a flexible, wire-free active learning classroom

2018 ◽  
Vol 36 (2) ◽  
pp. 211-224 ◽  
Author(s):  
Gillian (Jill) D. Ellern ◽  
Heidi E. Buchanan
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
High Tech ◽  
Learning Space ◽  
Content Type ◽  
Electronic Classroom ◽  
Technical Details ◽  
Practical Implications

Purpose This paper serves as a case study, detailing an academic library’s three-year process of redesigning, implementing, and using a library electronic classroom. The purpose of this paper is to share the challenges and successes of a library’s attempt to create a high-tech space that both accommodates active learning and is entirely flexible and free of wires. The paper provides technical details for implementing features such as wireless screen sharing and offers practical advice for librarians who are creating new teaching and learning spaces at their institutions. Design/methodology/approach This is a descriptive case study, which details the lessons learned in implementing an active learning space that incorporates technology such as wireless display to multiple screens. Findings There are still major challenges in having a truly wire-free classroom including authentication policies, wireless display technology, instructor’s station mobility, and student laptop control. Successes include flexible furniture, battery-power management solutions, and using multiple wireless devices in a single room. Practical implications Practical implications of this paper include recommendations for planning this type of upgrade in a library electronic classroom. Originality/value The unique feature of this case was the effort to combine the mobile features of a flexible learning space with some of the robust technology of a hardwired active learning classroom. This paper features technical details beyond what can be found in the library literature. For example, very little has been written about the issues involved in wirelessly displaying a computer screen to multiple devices in a classroom.

scholarly journals Web-based active learning space engaging students to understand atomic orbitals

2020 ◽  
Author(s):  
Xiao Li ◽  
James Chun ◽  
Marc N Muniz ◽  
Jonathan Tai ◽  
Darrin M. York
Keyword(s):  
Active Learning ◽  
Learning Space ◽  
Web Based ◽  
Atomic Orbitals

scholarly journals Dansk på stedet - skitse til en omgivelsesforankret læringsmetode

2012 ◽  
Vol 7 (13) ◽  
pp. 27-40
Author(s):  
Line Hjorth Christensen
Keyword(s):  
Active Learning ◽  
Experiential Learning ◽  
Learning Theories ◽  
Academic Learning ◽  
Learning Material ◽  
Learning Methods ◽  
Learning Space ◽  
Cultural Event ◽  
And Linguistics

Ud fra en konkret undervisnings- og udstillingscase på Københavns Universitet Amager undersøger artiklen, hvordan det nære fysiske miljø på uddannelsesstedet kan indgå som ressource i en konkret danskfaglig læringssammenhæng. Der tages afsæt i det forhold, at de fysiske omgivelser er et undervurderet aspekt i læringssammenhænge og i en forståelse af, at kunsten bevæger sig frit på tværs af forskellige medier, hvor litteratur og sprog altid er i dialog med andre bevidst formgivne udtryk af ikke-sproglig karakter. Der redegøres for den konkrete case, for kursets og den specifikke øvelses faglige mål, såvel de museologisk danskfaglige som de fagdidaktiske samt for de teoretiske inspirationer og overvejelser, der ligger til grund for at arbejde med udstillingsmediet i danskundervisningen. På den baggrund redegøres der for de studerendes reaktioner på lyrikprojektet i forhold til fagfaglige og didaktiske mål; afslutningsvist opsummerer artiklen med sigte på metodens relevans for danskundervisningen og på humaniora.The article explores how physical and professional surroundings within a university frame can work as an active learning space and learning ”material” in relation to an MA course in museology. The course took place in 2009 at Dept. of Scandinavian Studies and Linguistics, University of Copenhagen, part of the course being coordinated in relation to the cultural event Kulturnatten (Copenhagen Cultural Night).  Based on a specific case study of a curatorial exercise, that of installing a poetry exhibition and authoring an exhibition catalogue, the survey sets out to illuminate learning potentials held within combined tactile and textual mediating processes. In particular interacting with text and objects, turning curatorial strategies into didactic processes and working product orientated with a view to an actual audience is being stressed as a way of expanding traditional academic learning methods. The article draws on aesthetic, experiential learning theories, and museology, stating the necessity of joining what David A. Kolb has described as “the simple perception of experience’ with students” reciprocal action and independent positioning.

scholarly journals Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces

2019 ◽  
Author(s):  
Jen Harvey ◽  
◽  
Claire McAvinia ◽  
Kevin O'Rourke ◽  
Jason FitzSimmons ◽  
...  
Keyword(s):  
Active Learning ◽  
Informal Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Learning Spaces ◽  
Learning Space ◽  
Student Centered ◽  
Student Centered Learning ◽  
Formal And Informal Learning ◽  
New Learning

Transforming the academic experience and success of students by building Active Learning Classrooms (ALCs) is increasing, but ALCs are still fewer than traditional classroom spaces. These new learning spaces create an inherent tension between increasing student enrollments and active learning environments. Accommodating increased class sizes does not have to exclude fostering an active learning space. We have an opportunity every time a classroom is renovated or a new building is built to intentionally acknowledge and engage this tension to positively influence student learning and success. As we renovate and construct new learning spaces on our campuses, it is not only important to understand how the “built pedagogy” (Monahan 2000, 2002) and “architecture as pedagogy” (Orr 1993, 1997) of our spaces can help or hinder more active learning pedagogies, but also how to support effective teaching in these spaces (Levesque-Bristol, 2019). While many institutions are prioritizing active learning as old classrooms get renovated, few are doing so at the broad campus-wide scope necessary to affect larger-scale culture change (Park & Choi, 2014). Two such institutions that are developing and supporting large-scale active learning spaces are the Technological University Dublin (TU Dublin) and Purdue University (Indiana, USA). TU Dublin and Purdue are conducting collaborative research focusing on how each institution’s new, large-scale construction of formal and informal learning spaces is impacting teaching and learning.

scholarly journals TRANSNATIONAL IMAGINARIES OF EMERGING IDENTITIES IN ENGLISH TEACHER EDUCATION IN A PERIOD OF ACCOMMODATION TO SOCIAL CHANGE IN BRAZILIAN HIGHER EDUCATION

2019 ◽  
Vol 58 (1) ◽  
pp. 177-194
Author(s):  
Souzana Mizan
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Academic Writing ◽  
Social Inclusion ◽  
Written Language ◽  
English Teacher ◽  
Learning Space ◽  
Brazilian Government ◽  
Ethnographic Approach ◽  
Writing Course

ABSTRACT Between 2003 and 2014, the Brazilian government adopted a public policy of expansion within Brazilian Higher Education, to strengthen processes of social inclusion. This included the construction of new campi in far-from-the-shore cities within Brazil's interior. This study took place in one of these campi, which is located in a peripheral city of a big metropolis, where an English Teacher Education course was established in 2009. The course - academic writing for English teachers - aimed to develop students' writing together with their critical thinking. It is from this academic writing course that this research emerges. The pedagogy of writing suggested in this article is based on Giroux (1988) and Freire (2005). As such, it conceives of writing as an epistemology, a mode of learning that seeks to find "the thematic universe" or "the cluster of generative topics" that the students wished to research and write about (FREIRE, 2005, p. 101). The process pursued the investigation of the students' way of thinking of the "real" in the educational context through written language. The texts produced by students revealed transnational imaginaries and literacies that rupture the dominant model of transnational movements, physical or virtual. In this context, I believe that the ethnographic approach adopted by the course to investigate the cultures and literacies of this community of students contributed to the development of the students' academic writing skills and to an exchange of world views among the students and teacher that enriched the classroom as a learning space.

Fusing a reversed and informal learning scheme and space: student perceptions of active learning in physical chemistry

2018 ◽  
Vol 19 (2) ◽  
pp. 520-532 ◽  
Author(s):  
Julie Donnelly ◽  
Florencio E. Hernández
Keyword(s):  
Physical Chemistry ◽  
Active Learning ◽  
Cooperative Learning ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Phenomenological Study ◽  
Student Experiences ◽  
Learning Space ◽  
Active Learning Strategies

Physical chemistry students often have negative perceptions and low expectations for success in physical chemistry, attitudes that likely affect their performance in the course. Despite the results of several studies indicating increased positive perception of physical chemistry when active learning strategies are used, a recent survey of faculty in the U.S. revealed the continued prevalence of instructor-centered approaches in physical chemistry. In order to reveal a deeper understanding of student experiences in an active learning physical chemistry course, we present a phenomenological study of students’ perceptions of physical chemistry when the course is completely redesigned using active learning strategies. Using the flipped classroom, an active learning space, cooperative learning, and alternative assessments, we emphasized fundamental concepts and encouraged students to take responsibility for their learning. Based on open-ended surveys and interviews with students, we found that students struggled with the transition, but had some significant positive perceptions of the approach. This is in agreement with previous studies of physical chemistry courses in which cooperative learning was the focus. As part of a larger study of the effectiveness of this course redesign, we show how students perceive the effectiveness of these strategies and how they react to them. In addition, we discuss the implications of these findings for the active learning physical chemistry classroom.

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